We aim to have tremendous accuracy in our curriculum, but we recognize the potential for human error, and occasionally we find mistakes. On this page, we publish corrections to any errors we find that may affect instruction or the clarity of our materials. Some of the errors listed have already been corrected in subsequent printings but are provided for those using earlier editions.
If you find an error or just have a question, please feel free to contact us.
The following list provides corrections to errors in Essentials. Some of these errors have already been corrected in later printings.
We are aware of other typographical errors that do not affect teaching the lessons. These have been or will be corrected in future printings as well.
Teacher's Guide, Lessons 16-22 (2nd edition, 2018)
|230||20||Grammar sentence #9: the word frogs is not an adjective and should not be highlighted in the teacher answer key.|
|233||21||The second sound of the phonogram GU is missing on this page. It has two sounds, not one: /g - gw/ as in guess and language. The Basic Phonogram Flash Card is correct.|
Student Workbook, Lessons 16-22 (2nd edition, 2018)
|43||17||Sentence #6 should read "Hazel disliked the high pitched sound." The object should be bolded, not the subject.|
|55||17||Grammar section: errors in sentences #1 and #4 corrected. Page 55|
|186||22||#2 and #3: If needed, provide support for adding -ly to words ending in -le using the Teacher Tip in the Lesson 21 Level B Vocabulary section.|
|195||22||Editing activity: Sentence 3 has five mistakes, not four as indicated in the instructions.|
Teacher's Guide, 2nd. Ed. Volume 1 (2015)
|183||3||Teacher script should say "The morpheme sym- is Greek for..."|
|208-209||4||Level C Spelling List 4 activities: invalid should not be included on this list. The spelling list included the adjective invalid, which is spelled the same but pronounced differently (stress on the second syllable). The noun invalid (stressed on the first syllable) has not been taught. If students do include this noun on their own, this is fine.|
|223||5||Level C Identifying Parts of Speech: the first phrase should be a competent sheriff|
|274||6||Words that end in /ä/: the second group of words incorrectly lists lava in place of comma the first time it is discussed. Comma is the actual word listed in the student workbook.|
|281||6||Level A Dictation: The suffix -est has not been taught. The following dictation phrases may be substituted for those in the Teacher's Guide:
1. cleaner water 2. schools, ponds, and paths 3. toy cars, toy trains, and balls 4. the poor paintbrushes
|479-481||11||We have clarified and corrected the Transitive Verbs & Direct Objects lesson. You can download an updated version of this section: Pages 479-481|
Student Workbook, 2nd. Ed. Vol. 1 (2015)
|49||4||The phonogram board game may two phonograms that are not taught until Lesson 5: AI and AY. You may cross out these phonograms before, or change them to a single-letter A, I, or Y.|
|167||10||Added the fifth sound of OU to the chart. Page 167|
Essentials 1st Edition (published 2012)
|83||8||knight may be added to the list under Phonograms ending in GH|
|104||9||After teaching the Possessives section, you may note that singular nouns that hiss will add ’s, indicating that something is possessed by only one person or thing.
Boss’s, box’s (singular),
but boxes’ and bosses’ (plural).
|120||11||Reading Words with OUGH - “noun” does not belong in this list. “Sought” could be added in its place.|
|132||11||"heros"/"heroes" - Of the two spellings of the plural of "hero," "heroes" is more common. The first printing used "heros," since it follows the plurals rules students have learned. The second printing substitutes the more common spelling. Students have learned the phonongram OE, but the word is irregular in how the plural is formed. If you choose to use "heroes," be sure to support students by cuing the OE phonogram. (Several other words ending in O form irregular plurals the same way: tomatoes, potatoes)|
|182||15||“m” is listed twice in the phonogram review. Substitute “n” for #20.|
|197||17||In the phonogram UI section, the text should read: "It is found in only ten base words. ...Read the four words listed in your workbook. These are some of the most common."
There are ten known base words that use the phonogram UI, not twelve. Some common UI words are not included on this page because they use spelling rules that have not yet been taught."Ruin" does not use the phonogram UI and should not be included in this list.
|210||17||Dictation numbering should be 1-6. (also pp.223, 239)|
|232||19||apple: Say to Spell should say ăp pl|
|284||23||Spelling Rule 7: Y says long /ē/ only at the end of a multi-syllable word. (This is true for both base words like family and derivatives like simplicity. This rule limits when y can say /ē/; however, it does not limit what y can say in that position. Y can say another sound at the end of the word: /ī/ as in reply.)|
|286||23||#13 Practice Sentence "The hungry boys ate five bowls of soup."|
|313, 318||25||"accidently" should be "accidentally" (also page 305)|
|322||26||"proceeded" should be "preceded"|
|383-384||29||update to the list of words that derive from "act" Updated List|
|416||32||For "stopped" (#13), the Syllables column should read "1."|
|471||36||Corrected syllable breaks: stu / di / o, bac / te / ri / a|
|215||21||Loose should be lose. Corrected page: Silent Final E Game|
|231||22||Loose should be lose. Corrected page: Silent Final E Game|
|275||25||Accidently should be accidentally. Workbook p.275|
|284||25||Optional practice: "Daily" is an exception to the suffixing rules. Substitute "hungry" for "day." Change "accident" to "accidental."
Cursive Workbook p.284 — Manuscript Workbook p.284